3 Introduction The Specification of Apprenticeship Standards for England (SASE) sets out the minimum requirements to be included in a recognised English framework. Compliance with the SASE is a statutory requirement of the Apprenticeships, Skills, Children and Learning (ASCL) Act. This is the fourth version of the statutory SASE. It incorporates modifications to the specification of qualifications from the Regulated Qualifications Framework (RQF). It will be brought into effect by order issued by the Secretary of State. Intermediate Level Apprenticeship Frameworks Qualifications Related to the Sector Qualifications Related to the Sector 1. An Intermediate Level Apprenticeship framework must specify the total number of credits which an apprentice must attain for a qualification on the Regulated Qualifications Framework (RQF). This must be at a minimum of 37 credits. 2. An Intermediate Level Apprenticeship framework must identify the competencies qualification which must be achieved by the apprentice to qualify for an Apprenticeship certificate, and which is the qualification required to demonstrate competence in performing the skill, trade or occupation to which the framework relates. The competencies qualification must be at Level 2 of the RQF; underpinned by National Occupational Standards (NOS); and be approved by the relevant Sector Skills Council (SSC) or Sector Body. To avoid duplication of frameworks in the same skill, trade or occupation, each framework must have a different competencies qualification. 3. An Intermediate Level Apprenticeship framework must identify a technical knowledge qualification which must be achieved by the apprentice to qualify for an Apprenticeship certificate. A technical knowledge qualification is the qualification required to demonstrate achievement of the technical skills, knowledge and understanding of theoretical concepts and knowledge and understanding of the industry and its market relevant to the skill, trade or occupation to which the framework relates. The technical knowledge qualification must be underpinned by National Occupational Standards (NOS); and be approved by the relevant Sector Skills Council (SSC) or Sector Body. Section 27 (2) (c) ( iii) Section 27 (2) (c) (ii) 3

4 Qualifications Related to the Sector (continued) 4. An Intermediate Level Apprenticeship framework must identify either: a. a competencies qualification at Level 2 and a separate technical knowledge qualification, each of which must carry at least ten credits on the RQF; or b. an integrated qualification at Level 2 which combines competence and technical knowledge elements in which each element is separately assessed and in which each element carries at least ten credits on the RQF. Section 27 (2) (c) (ii) Functional Skills / GCSE / Other Alternatives Functional Skills / GCSE / Other Alternatives 5. An Intermediate Level Apprenticeship framework must specify that an apprentice must achieve (or have achieved) at least one from the following options (a-e): a. a Functional Skills qualification in English to either Level 1 or Level 2; or Section 27 (2) (c) (i) b. a GCSE or igcse qualification in English to at least grade E(Level 1 equivalent); or c. a Key Skills qualification in Literacy to either Level 1 or Level 2; or d. an A Level or AS Level qualification in English Language and/or English Literature to at least grade E; or e. an O Level qualification in English Language and/or Literature to at least grade C. Please note: Functional Skills/Key Skills/GCSE (with enhanced functional content) qualifications account for 5 credits each towards the total credit value of the framework. 4

5 Functional Skills / GCSE / Other Alternatives (continued) 6. An Intermediate Level Apprenticeship framework must specify that an apprentice must achieve (or have achieved) at least one from the following options (a-e): a. a Functional Skills qualification in Mathematics to either Level 1 or Level 2; or Section 27 (2) (c) (i) b. a GCSE or igcse qualification in Mathematics to at least grade E (Level 1 equivalent); or c. a Key Skills qualification in Application of Number to either Level 1 or Level 2; or d. an A Level or AS Level qualification in Mathematics or Pure Mathematics or Further Mathematics to at least grade E; or e. an O Level qualification in Mathematics to at least grade C. Please note: Functional Skills/Key Skills/GCSE (with enhanced functional content) qualifications account for 5 credits each towards the total credit value of the framework. WHERE MANDATED IN FRAMEWORK 7. An Intermediate Level Apprenticeship framework must specify that an apprentice must achieve or have achieved at least one from the following options (a-e): a. a Functional Skills qualification in Information and Communications Technology (ICT) to either Level 1 or Level 2; or Section 27 (2) (c) (i) b. a GCSE or igcse qualification in ICT to at least grade E (Level 1 equivalent); or c. a Key Skills qualification in ICT to either Level 1 or Level 2; or d. an A Level or AS Level qualification in ICT to at least grade E; or e. an O Level qualification in ICT to at least grade C. 5

6 Employee Rights and Responsibilities (ERR) Employee Rights and Responsibilities (ERR) 8. An Intermediate Level Apprenticeship framework must specify that an apprentice must achieve the standards of attainment set out in the Employee Rights and Responsibilities (ERR) national outcomes. To achieve the ERR national outcomes the apprentice must demonstrate that he/she: a. knows and understands the range of employer and employee statutory rights and responsibilities under Employment Law. This should cover the apprentice s rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; b. knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training must be an integral part of the apprentice s learning programme; c. knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities. Details of Access to Work and Additional Learning Support must be included in the programme; d. understands the role played by their occupation within their organisation and industry; e. has an informed view of the types of career pathways that are open to them; f. knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; g. knows where and how to get information and advice on their industry, occupation, training and career; h. can describe and work within their organisation s principles of conduct and codes of practice; i. recognises and can form a view on issues of public concern that affect their organisation and industry. 6

7 Employee Rights and Responsibilities (ERR) (continued) 9. An Intermediate Level Apprenticeship framework must specify where achievement of the ERR national outcomes is located within the Apprenticeship framework, either within a qualification or elsewhere, and how achievement is to be evidenced. Personal Learning and Thinking Skills (PLTS) Personal Learning and Thinking Skills (PLTS) 10. An Intermediate Level Apprenticeship framework must specify that an apprentice must achieve the standards of attainment set out in the Personal Learning and Thinking Skills (PLTS) national outcomes. To achieve the six PLTS outcomes the apprentice must demonstrate the following skills: a. Independent enquiry - apprentices can process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes; b. Creative thinking apprentices think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value; c. Reflective learning apprentices evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning; d. Team working apprentices work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes; 7

8 Personal Learning and Thinking Skills (PLTS) (continued) e. Self management apprentices organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and selfimprovement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities; f. Effective participation apprentices actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. 11. An Intermediate Level Apprenticeship framework must specify where achievement of the PLTS is located within the Apprenticeship framework, either within a qualification or elsewhere, and how achievement is to be evidenced. On-the-Job Training and Off-the-Job Training Guided Learning Hours (GLH) On-the-Job Training and Off-the-Job Training Guided Learning Hours (GLH) 12. An Intermediate Level Apprenticeship framework must specify the number of Guided Learning Hours (GLH) that an apprentice must receive to complete the framework. This must be a minimum of 280 GLH of which at least 100 GLH or 30% (whichever is the greater) must be delivered off-thejob and clearly evidenced. The remaining GLH must be delivered on-the-job and clearly evidenced. Guided learning relates to training which is designed to achieve clear and specific outcomes which contribute directly to the successful achievement of the Apprenticeship framework. This SASE requirement for on-the-job and off the job guided learning is intended to meet the requirement in Section 27 (2) (b) of the ASCL Act for on-the-job training and off-the-job training. 13. An Intermediate Level Apprenticeship framework must specify the number of GLH that an apprentice must receive within 12 months of starting a framework. This must be a minimum of 280 GLH. Section 27 (2) (b) Section 27 (2) (b) 8

9 On-the-Job Training and Off-the-Job Training Guided Learning Hours (GLH) (continued) 14. An Intermediate Level Apprenticeship framework must specify that, after 12 months of starting a framework an apprentice must receive a minimum of 280 GLH in each subsequent 12 month period. Where an apprentice completes an Apprenticeship part way through the final 12 month period (which is after the first 12 months), an apprentice must receive a proportion of the minimum of 280 GLH which is at least equal to the proportion of the final 12 month period spent on the Apprenticeship. Section 27 (2) (b) 9

10 Advanced Level Apprentice Framework Qualifications Related to the Sector Qualifications Related to the Sector 15. An Advanced Level Apprenticeship framework must specify the total number of credits which an apprentice must attain for a qualification on the RQF. This must be at a minimum of 37 credits. 16. An Advanced Level Apprenticeship framework must identify the competencies qualification which must be achieved by the apprentice to qualify for an Apprenticeship certificate, and which is the qualification required to demonstrate competence in performing the skill, trade or occupation to which the framework relates. The competencies qualification must be at Level 3 of the RQF; underpinned by National Occupational Standards (NOS); and be approved by the relevant SSC or Sector Body. To avoid duplication of frameworks in the same skill, trade or occupation, each framework must have a different competencies qualification. 17. An Advanced Level Apprenticeship framework must identify a technical knowledge qualification which must be achieved by the apprentice to qualify for an Apprenticeship certificate. A technical knowledge qualification is the qualification required to demonstrate achievement of the technical skills, knowledge and understanding of theoretical concepts and knowledge and understanding of the industry and its market relevant to the skill, trade or occupation to which the framework relates. The technical knowledge qualification must be underpinned by National Occupational Standards (NOS); and be approved by the relevant Sector Skills Council (SSC) or Sector Body. Section 27 (2) (c) (iii) Section 27 (2) (c) (ii) 18. An Advanced Level Apprenticeship framework must identify either: a. a competencies qualification at Level 3 and a separate technical knowledge qualification, each of which must carry at least ten credits on the RQF; or b. an integrated qualification at Level 3 which combines competence and technical knowledge elements in which each element is separately assessed and in which each element carries at least ten credits on the RQF. 10

11 Functional Skills / GCSE / Other Alternatives Functional Skills / GCSE / Other Alternatives 19. An Advanced Level Apprenticeship framework must specify that an apprentice must achieve (or have achieved) at least one from the following options (a-e): a. a Functional Skills qualification in English to Level 2; or Section 27 (2) (c) (i) b. a GCSE or igcse qualification in English to at least grade C (Level 2 equivalent); or c. a Key Skills qualification in Literacy to Level 2; or d. an A Level or AS Level qualification in English Language and/or English Literature to at least grade E; or e. an O Level qualification in English to at least grade C. Please note: Functional Skills/Key Skills/GCSE (with enhanced functional content) qualifications account for 5 credits each towards the total credit value of the framework. 20. An Advanced Level Apprenticeship framework must specify that an apprentice must achieve (or have achieved) at least one from the following options (a-e): a. a Functional Skills qualification in Mathematics to Level 2; or Section 27 (2) (c) (i) b. a GCSE or igcse qualification in Mathematics to at least grade C (Level 2 equivalent); or c. a Key Skills qualification in Application of Number to Level 2; or d. an A Level or AS Level qualification in Mathematics or Pure Mathematics and/or Further Mathematics to at least grade E; or e. an O Level qualification in Mathematics to at least grade C. Please note: Functional Skills/Key Skills/GCSE (with enhanced functional content) qualifications account for 5 credits each towards the total credit value of the framework. 11

12 Functional Skills / GCSE / Other Alternatives (continued) WHERE MANDATED IN FRAMEWORK 21. An Advanced Level Apprenticeship framework must specify that an apprentice must achieve or have achieved at least one from the following options (a-e): a. a Functional Skills qualification in Information and Communications Technology (ICT) to Level 2; or Section 27 (2) (c) (i) b. a GCSE or igcse qualification in ICT to at least grade C; or c. a Key Skills qualification in ICT to Level 2; d. an A Level or AS Level qualification in ICT to at least grade E; or e. an O Level qualification in ICT to at least grade C. Employee Rights and Responsibilities (ERR) Employee Rights and Responsibilities (ERR) 22. Requirements are the same as for an Intermediate Level Apprenticeship framework. Personal Learning and Thinking Skills (PLTS) Personal Learning and Thinking Skills (PLTS) 23. Requirements are the same as for an Intermediate Level Apprenticeship framework. On-the-Job Training and Off-the-Job Training Guided Learning Hours (GLH) On-the-Job Training and Off-the-Job Training Guided Learning Hours (GLH) 24. Requirements are the same as for an Intermediate Level Apprenticeship framework. Section 27 (2) (b) 12

13 Higher Apprenticeship Frameworks Qualifications Related to the Sector Qualifications Related to the Sector 25. Higher Apprenticeship frameworks must specify the total number of credits which an apprentice must attain on the Regulated Qualifications Framework (RQF) and/or through the award of a Framework for Higher Education Qualifications (FHEQ) qualification / other Higher Education Institution (HEI) qualification and/or professional qualification as recognised by the sector. This must be at a minimum of 90 credits for Levels 4 and 5 and a minimum of 120 credits for Levels 5 and Higher Apprenticeship frameworks must identify the competencies qualification which must be achieved by the apprentice to qualify for an Apprenticeship certificate, and which is the qualification required to demonstrate competence in performing the skill, trade or occupation to which the framework relates. The competencies qualification must be at the specified level of the framework; underpinned by National Occupational Standards (NOS); and be approved by the relevant Sector Skills Council (SSC) or Sector Body; or underpinned by professional standards as recognised by the sector. To avoid duplication of frameworks in the same skill, trade or occupation, each framework must have a different competencies qualification. 27. Higher Apprenticeship frameworks must identify a technical knowledge qualification which must be achieved by the apprentice to qualify for an Apprenticeship certificate. A technical knowledge qualification is the qualification required to demonstrate achievement of the technical skills, knowledge and understanding of theoretical concepts and knowledge and understanding of the industry and its market relevant to the skill, trade or occupation to which the framework relates. The technical knowledge qualification must be underpinned by National Occupational Standards (NOS); and be approved by the relevant Sector Skills Council (SSC) or Sector Body; or underpinned by professional standards as recognised by the sector. Section 27 (2) (c) (iii) Section 27 (2) (c) (ii) 13

14 Qualifications Related to the Sector (continued) 28. A Higher Apprenticeship framework at Level 4 must identify either : a. a competencies qualification at Level 4 and a separate technical knowledge qualification; or Section 27 (2) (c) (ii) b. an integrated qualification at Level 4 which combines competence and technical knowledge elements which are separately assessed; or c. an integrated qualification at Level 4 which combines the assessment of competence and technical knowledge elements. 29. A Higher Apprenticeship framework at Level 5 must identify either: a. a competencies qualification at Level 5 and a separate technical knowledge qualification; or Section 27 (2) (c) (ii) b. an integrated qualification at Level 5 which combines competence and technical knowledge elements which are separately assessed; or c. an integrated qualification at Level 5 which combines the assessment of competence and technical knowledge elements. 30. A Higher Apprenticeship framework at Level 6 must identify either: Section 27 (2) (c) (ii) a. a competencies qualification at Level 6 and a separate technical knowledge qualification; or b. an integrated qualification at Level 6 which combines competence and technical knowledge elements which are separately assessed; or c. an integrated qualification at Level 6 which combines the assessment of competence and technical knowledge elements. 14

15 Qualifications Related to the Sector (continued) 31. A Higher Apprenticeship framework at Level 7 must identify either: Section 27 (2) (c) (ii) a. a competencies qualification at Level 7 and a separate technical knowledge qualification; or b. an integrated qualification at Level 7 which combines competence and technical knowledge elements which are separately assessed; or c. an integrated qualification at Level 7 which combines the assessment of competence and technical knowledge elements. 15

16 Crown copyright 2015 This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. This publication available from Contacts us if you have any enquiries about this publication, including requests for alternative formats, at: Department for Business, Innovation and Skills 1 Victoria Street London SW1H 0ET Tel: BIS/15/572

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